“Home-Study Lesson: Mosiah 7–17 (Unit 12)” Book of Mormon Seminary Teacher Manual (2012)
“Unit 12,” Book of Mormon Seminary Teacher Manual
Mosiah 7–17 describes the journeys and experiences of various individuals and groups of people. Zeniff’s choice to lead a group of Nephites to settle among the Lamanites had an impact on both nations. For instance, Zeniff’s people and their descendants experienced trials, apostasy, bondage, spiritual rebirth, and deliverance. The first part of this lesson will give students an opportunity to review the names, locations, and events that they studied this week. The second part of the lesson will help students recognize the central theme of the prophet Abinadi’s message to the people—Jesus Christ and His Atonement. It was a message Abinadi was willing to die for.
To help you explain the events in this lesson, review the chart in “Overview of Mosiah 7–24” in unit 12, day 1 of the student study guide. Invite students to read Mosiah 7:1–2, and have them identify the two lands that are mentioned. Ask them to explain why various groups of Nephites wanted to travel from one land to the other.
Write the names of the two lands on opposite ends of the board (or a piece of paper):
Land of Zarahemla
Land of Nephi (Lehi-Nephi)
The following questions may be of help as you and the students review the events. Write on the board the names of the individuals you discuss. You may use all or only some of the following questions, depending on students’ comments:
Why did Zeniff want to leave the land of Zarahemla? (See Mosiah 9:1, 3.)
How are Zeniff, Noah, and Limhi related? (See Mosiah 7:9.)
What kind of king was Noah? (See Mosiah 11:1–5, 11.)
What did God do to persuade Noah and his people to turn from their gross wickedness and abominations? (He sent His prophet Abinadi to call them to repentance.)
What can you tell us about Alma? (Answers may include that he was one of King Noah’s priests, that he believed and wrote down the words of Abinadi, and that he fled to avoid being killed.)
Why are Moses and Isaiah important in these chapters, even though they lived long before Abinadi and in another part of the world?
Why did Limhi send 43 of his people into the wilderness? (Limhi and his people were in bondage to the Lamanites and sought to get help from the people of Zarahemla.) What did they find instead of Zarahemla? (They found a ruined civilization and 24 gold plates with writing on them.)
What did Ammon and 15 other men do? (They were sent by Mosiah to find out what happened to the people of Zeniff. They found the descendants of those people in bondage. Zeniff’s grandson Limhi was their king.)
Who served as the king in Zarahemla and as a prophet, seer, and revelator? (Mosiah.) Why was his role as a seer significant to Limhi? (Limhi learned that Mosiah could translate the writing on the 24 gold plates.)
Point out that approximately 80 years passed between Zeniff and his people leaving Zarahemla and the arrival of Ammon and his companions in the land of Nephi.
After you have helped students better understand the historical account, remind them that there is another individual they studied about this week whose name is not yet on the board.
Ask each student to read Mosiah 16:6–8 and identify the name of this individual. Tell students that even though this part of the Book of Mormon covers a lot of history, it also highlights the doctrine of salvation through Jesus Christ.
To emphasize the importance of salvation through Jesus Christ, copy the following chart on the board or provide it on a handout. Invite students to work in pairs to study the scripture references listed in the chart and discuss what they find. Because some of the application questions are very personal in nature, students can decide whether to answer them aloud to each other, write the answers in their scripture study journals, or silently consider their answers.
What to Look For
How we are delivered out of spiritual and physical bondage.
Of the three points Limhi emphasized, which one do you feel you need to work on strengthening at this time?
Why King Noah and many of his people failed to understand the mission of Jesus Christ.
What are the evidences in your life that the commandments are written in your heart? In what ways can you study and teach righteousness?
Meaningful words and phrases about the Savior’s suffering and rejection.
In what ways do people despise and reject the Savior today? How does someone hide his or her face from Him? How would someone do the opposite?
What Jesus Christ “broke” and what He “gained”; also, what we gain because of the Savior’s sacrifice.
In what ways has the Lord recently intervened in your behalf? How has He stood between you and the demands of justice?
To help students reflect on what they have studied in this scripture activity and their lessons for the week, ask: How do the principles and doctrines you studied this week help you look forward to a remission of your sins?
Provide students with an opportunity to testify of Jesus Christ.
One way you could conclude today’s lesson is to read Mosiah 16:13–15 and share your testimony of our need for the Savior. Another way would be to stress to your students two doctrines or principles they learned this week: that the Atonement of Jesus Christ is the source of salvation and that Jesus Christ satisfies the demands of justice for all who will repent.
Mosiah 18–25 reveals how two groups escaped from the bondage of their enemies and returned safely to Zarahemla. You will learn how God guided each group to escape. One group followed Gideon’s plan of getting the guards drunk, and the other group escaped by following Alma while the Lamanites slept. Who caused the Lamanites to sleep?